Central SIP 2025

Central Middle School Improvement Plan 2025-2026

Quincy Public Schools

Central Middle School Improvement Plan

2025 - 2026

Rick DeCristofaro, Principal

Kathy Mahoney, Assistant Principal

TABLE OF CONTENTS

I. Principal’s Path p. 3

Data Reflection
Goals Reflection
VOCAL Reflection

II. School Improvement Plan

A. Goal Statements and Action Steps p. 8

B. Professional Development Plan p. 31

C. Extended Day p. 34

D. Family Engagement and Communication p. 36

III. School Demographics p. 38

IV. Facilities p. 41

V. School Needs p. 42

VI. Budget p. 43

VII. Appendix p. 44

Spring 2025 MCAS Data
MAP RIT Scores 2024-2025
2025 Accountability
Spring 2025 VOCAL
Completed Action Steps
Staffing: Support Services
School Council Members

Principal’s Path

Dear Members of the Quincy School Committee,

Throughout the 2025-2026 school year, Central Middle School will continue our Principal's Path Initiative. The Principal’s Path aims to enhance teacher collaboration, build instructional capacity, and improve student learning, while engaging our community effectively and inclusively.

It is vital that we align our curriculum, assessments and instructional strategies to reflect the skills, rigor and depth of understanding required of students to become College and Career Ready. As we continue to use the Massachusetts Frameworks as a foundation, our efforts to strengthen the curriculum will be demonstrated through collaborative lesson planning and the development of high-quality formative assessments and project-based learning, as outlined in our action steps. Staff will continue to work on developing, exploring and differentiating curriculum for our Special Education, General Education, Advanced and Advanced Placement classes, in order to meet the diverse needs of our student population. Staff will continue to meet with their grade level, content area and teaching teams on a monthly and biweekly basis. Staff will continue to participate in peer observations, gaining valuable insights into how colleagues, across different content areas, are applying best practices throughout the curriculum. The idea is to collect and share evidence of best practice then adjust or improve their own classroom instructional practice.

We will continue to support students’ needs with academic assistance, study skills and organization and assessment strategies through our early release Wednesday RAMping it Up for MCAS. RAMping it up days gives staff the opportunity to review and reinforce instruction needed.

In analyzing our 2024-2025 MCAS data, we found that our scores outperformed the state's in all subject areas and grade levels. In English Language Arts, the Exceeding/Meeting Expectations scores for the grade 6 were higher than those of the previous year's grade 6 class. In their grade-level cohorts, scores improved when compared to the 2023-2024 results, with notable increases in grade 7.

On the 2024-2025 MCAS in Mathematics a school wide analysis documented an increase in Exceeding/Meeting Expectation scores in grade 6 and increase in the grades 7 cohort when compared to our 2023-2024 scores. On the 2024-2025 MCAS in Science and Technology the number of students Exceeding/Meeting Expectation had an increase from the 2023-2024 scores.

On the 2024–2025 Civics MCAS assessment, nearly 70 percent of students achieved a performance level of Meeting or Exceeding Expectations. This strong performance reflects students’ growing understanding of civic knowledge, analytical skills, and engagement with key historical and governmental concepts.

The Social Studies goal for the 2024–2025 school year focused on having students in grades 6 through 8 examine the evolution of citizenship and government. Students in grades 6 and 7 were encouraged to support the Grade 8 community service projects, fostering collaboration and civic responsibility across grade levels. The study of foundational government principles culminated in Grade 8, where students completed the 8th Grade Civics Project, demonstrating their understanding of civic engagement and democratic participation.

As we reflected on and analyzed our 2024-2025 goals and NWEA MAP data, we met our NWEA MAP goals in all grade levels and showed growth. Specifically in mathematics, where each grade exceeded their goal and all increased by at least 5 RIT points on their own and grades 6 & 7 increased by at least 10 RIT points. In Science, all grades exceeded the goal of 2 RIT points by increasing by at least 3 RIT points.In Reading, each grade should show growth from the Fall scores, with Grade 8 increasing by 2.1 RIT points, Grade 7 by 4.5 RIT points, and Grade 6 by 5.5 RIT points.

Reviewing the ACCESS data and comparing the 2023–2024 results with the 2024–2025 results, we exceeded our English Learner goal. The percentage of students in grades 6–8 who made progress toward or met their English language proficiency targets increased by more than 5%, as shown in the 2025 ACCESS Score Report.

Our Social Emotional Learning initiative was successful, with our guidance staff and health teacher conducting lessons through Open Parachute. Our SADD groups expanded their chapters by adding the Save Promise Club, and as a result of one of their projects, our RAMily Tree is featured on the cover of the school improvement plan.

Our 2024–2025 Diversity Equity and Inclusion goal was successfully achieved through consistent student leadership and community engagement. The student-led DEI Council met weekly from October to June, launching new initiatives and strengthening communication across our school. Highlights include our “We Are Central” multicultural event, which welcomed over 400 attendees, and our DEI Activities Newsletter, viewed by more than 1,000 families. We are proud of this progress and look forward to continuing this important work.

Additionally, staff will receive their own support from program directors, coordinators and team administrators through their participation in math coaching/co-teaching, site-based support, and vertical alignment, as well as working in teams to focus on support for students that may have previously suffered learning loss from COVID, students who scored partially meeting or not meeting expectations on MCAS and students that show need based on MAP scores.

This school year, Central will continue the initiative called Positive Behavior Interventions and Supports (PBIS). PBIS is our program to create and maintain a positive school culture by promoting shared expectations. Central chose the acronym RAMS to help in raising awareness to these common expectations: Respect, Attitude, Motivation and Safety.

When reviewing the VOCAL survey results, our PBIS focus with the acronym of RAMS is seen with:

R standing for Respect and is shown by

96% of grade 8 felt that staff respects all students no matter of race, culture, family income, religion, sex or sexual orientation.
93% felt that their parents felt respected when they participated at our school.
95% felt teachers promote respect among students
89% felt that adults at our school are respectful of student ideas even if the ideas expressed are different from their own.

A is for Accountability and that is shown by

86% of students felt that their peers help each other learn without having to be asked by the teacher.
94% of students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).
95% felt that teachers are available when they need to talk with them.
88% felt that teachers give students multiple opportunities to show that they have mastered their classwork

M is for Motivation and is shown by

91% felt that teachers are proud of them when they work hard in school.
88% felt that the teachers support them even when their work is not their best.
96% felt that teachers believe that all students can do well in their learning.
86% felt that teachers support (help) students who come to class upset.

When it comes to the S it is for Safety it is evident in the results because

91% felt if they inform an adult at the school that the bullying issue will be addressed.
88% felt that teachers, students and principal work together to address bullying issues.
86% felt that school staff are consistent when enforcing rules in school.
82% felt that the school offers guidance on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.

Our grade level SADD (Students Against Destructive Decisions) groups have created presentations and activities to promote Kindness, Health & Inclusivity for both the students and staff at Central. All students are invited to participate in initiating awareness months or days for specific groups, cultures or causes to help raise awareness and understanding.

Students’ ideas for clubs and school activities have been implemented with the support from staff. Student input has led to the creation of clubs like Coding, Dungeon and Dragons, Debate Club, Club Disney, Chess Club, and Fashion Club. We will continue to promote student driven initiatives that help support their voice at Central Middle School. Central Middle School students are encouraged to explore their interests in art, music, health, wellness and technology and participate with these common expectations in mind. Examples of our extra- curricular clubs include Art Club, Newspaper Club, Table Top and Board Game Club, Chess Club, Drama~Schoolhouse Rock., Early Bird Basketball and Soccer, 3D Printing Club, PRISM, Diversity Club and Crafting Club. These are just a few of the wide array of extended day activities Central organizes to support the interests of students.

We will continue to assist families to strengthen the learning at home by efficient, two-way communication opportunities through Aspen’s Student & Parent Portals, Google Classroom, our Online Agenda and School Messenger. This provides parents with up to date data on their child’s progress in the classroom and fosters communication between home and school.

I am extremely proud to be the principal of Central Middle School, where I have the privilege of working alongside a talented and dedicated staff committed to putting our students first. I’m excited to share our goals for this school year, which reflect our shared vision for student success and growth. Our Diversity, Equity and Inclusion goal was presented to our Parent DEI Representatives on October 21st. All of our goals were presented to our School Council on November 12th and shared with the entire Central Community on November 18th. Thank you for taking the time to review and consider the Central Middle School Improvement Plan. Your support is deeply valued and greatly appreciated as we strive to make our school truly RAMazing!

Sincerely,

Rick DeCristofaro, Principal

School Improvement Plan

Goal Statements and Action Steps

SMART Goal # 1: ELA & Reading:

During the 2025-2026 school year, students in grades 6-8 will show evidence of growth in reading as measured by the following increases in RIT points as indicated in the Spring 2025-2026 MAP District Student Growth Summary Report: 3 points in grades 6 and 7 and grade 8 will increase by 2 points of growth from fall to winter.

During the 2025-2026 school year, students in grades 6-8 will show evidence of achievement in ELA as measured by a 2 percent point increase in meeting and exceeding expectations achievement levels as indicated in the 2025-2026 PE 303 MCAS results by achievement level.

To support the 2025-2026 reading and writing achievement goals in grades 6-8, the vertical team’s action steps integrate the following focal points:

Targeted Literacy Instruction

Develop lessons that strengthen inference, text analysis, comparison, and structural understanding to improve both reading comprehension and written responses to text.

Regular Text-Based Writing Practice

Provide consistent, structured writing opportunities that require summarizing skills and evidence-based analysis and structured arguments.

Unified Writing Language and Tools

Use shared academic vocabulary, text-dependent question types, and graphic organizers across grades and content areas to support progression in reading strategies and analytical writing.

Collaborative Review and Adjustment

Hold regular team meetings to analyze student writing samples, share strategies, and refine approaches.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Collaborate with both grade level teams and content area teams to identify target groups and determine priority needs: Use MAP and MCAS data to determine student needs and opportunities for growth. Prioritizing academic areas of concern Target literacy and academic language Establish routines that support literacy	Sept-June	MAP and MCAS data ACCESS data team meeting notes vertical team meeting notes list of students grouped by RIT score list of students grouped by areas of strength/ growth opportunities Plans outlining interventions lesson plans focusing on our priority areas	Grade level teams Vertical teams ELL Team	Continued
2	Create text-based writing lessons based on students’ diverse needs and interests use data to create differentiated lessons Provide a variety of modes and purposes for students to achieve success Create writing prompts that implement MCAS terminology Develop writing assessments that address students needs	Sept-June	Explicit instruction sample lessons broken down by subgroup (AP, General Ed, SPED, EL) Monitor student progress through formative and summative assessments Student work samples generated during the lessons	All grade level content area teachers	Continued
3	Create lesson plans that integrate close reading strategies and develop a common note taking model with a focus on: critical thinking skills inferencing and conclusions locating information central idea supporting details vocabulary Work with ELL teachers	Sept-June	ELA/Reading teacher share close reading strategies Model note taking process Monitor student progress through formative and summative assessments Text from various multimedia resources Host a Read Across My School (RAMS) event	All grade level content area teachers	Continued
4	Support writing across the curriculum Create lesson plans that integrate shared writing objectives Shared writing expectations with teams(content, structure and mechanics) Utilize The Writing Revolution tools Shared common language for writing instruction Shared graphic organizers (*ELL)	Sept-June	team meeting notes Classroom data to design targeted writing assessments Heightened focus on paired texts assignments utilize MAP data & ACCESS Data RAMping it up Wednesday lesson plans in collaboration with the EL & Sped teachers leveled texts formal and informal classroom assessments	All grade level content area teachers	Continued
5	Provide school-wide Ramp It Up for MCAS preparation Continue “RAMp it Up” to target areas of concern from MCAS data	Dec-June	RAMp it up lessons that support ELA/Reading goals Utilize online exemplars and digital tools Use a self assessment to reflect on own areas of strengths and weaknesses	All grade level content area teachers	Continued

SMART Goal # 2: Mathematics During the 2025-26 school year, students in Grades 6-8 will show a 2 percentage point increase in meeting and exceeding expectations achievement levels, as evidenced by the Spring 2026 PE303 MCAS District Results by Standards report.

During the 2025-26 school year, students in Grades 6-8 will show evidence of growth in Mathematics as measured by an average increase of 6 RIT points for grade 6 and grade 7, as indicated by the Spring 2025 MAP District Summary Report and 4 RIT points for grade 8, as indicated by the Winter 2025 MAP District Summary Report.

Each grade level will focus on a specific Instructional Area to support reaching this Goal:

Grade 6: The Real and Complex Number Systems

Grade 7: Expressions and Equations in the Real World

Grade 8: Operations and Algebraic Thinking

Throughout the 2025-26 school year, each grade level and vertical team will address both the Content Standards as well as embedding each of the Standards for Mathematical Practice into daily instruction by working collaboratively to:

Develop standards-based lessons that meet the needs of all learners.

Work collaboratively with Special Education teachers to differentiate instruction appropriately.

Develop common formative assessments to measure ongoing progress.

Utilize formative and summative assessments data to improve instructional practices and develop appropriate intervention strategies when necessary.

To successfully achieve this goal, the Math vertical team has developed and committed to strategic and data driven action steps. These action steps will specifically focus on how to advance our identified groups: APC, Advanced, General Ed, Special Ed and EL.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Analyze 2024-2025 MAP and MCAS data to identify strengths and areas of need.	Sept - June	MAP and MCAS reports Examples of Question Analysis Vertical Team Notes	Math Teachers/ Special Education Teachers	Continued/ Revised
2	Conduct a thorough analysis of the new platform (Amplify Desmos) to ensure it sufficiently aligns with the Massachusetts State Standards, identifying any gaps or areas needing adjustment to meet grade-level expectations and learning outcomes.	Sept - June	Massachusetts State Standards Amplify DESMOS Vertical Team Notes	Math Teachers/ Special Education Teachers	New
3	Meet in Collaboration Groups to discuss lower performing students, Co-Teaching Lessons, Best Practice Lessons, Goals, Action Steps, Technology Tools and Resources.	Sept - June	Collaboration Group notes	Collaboration Group Members	Continued
4	Utilize MAP/MCAS data to group students by ability and areas of need. Continue to use small group lessons in order to support all students and address individual needs.	Sept - June	Stations, RAMping It Up Days, SSB Pull Out, Individual Conferencing Examples of groupings with RIT scores or MCAS scores Data and student work samples from small group instruction	Math Teachers/ Special Education Teachers	Continued
5	Implementation of Instruction Routines Per Chapter: Number Talks Open Middle Which One Doesn’t Belong Menus/Stations 3 Act Math Tasks Esti-Mysteries I Notice/I Wonder	Sept - June	Share photos or lessons via Google Drive that include number talks and opportunities of shared thinking questions and solutions Shared best practices	Math Teachers/ Special Education Teachers	New /Continued
6	Continue to integrate various types of Next Gen MCAS questions throughout the year. Utilize Amplify Desmos Resources to access DOK questions and incorporate rigorous tasks by exploring DOK tools and strategies.	October - June	Data and student work samples Classroom formal and informal assessments Amplify Desmos	Math Teachers/ Special Education Teachers	Continued
7	Continue offering support to students and reinforce skills through SSB support and RAMping It Up Days.	October- June	Formal and informal assessments	Math Teachers/ Special Education Teachers	Continued
8	Continue to use online diagnostics data to drive instruction, monitor student progress and provide targeted support and intervention for identified students. MAP MCAS Amlipfy Desmos	October- June	MCAS and MAP teacher and student data Student samples of targeted support work Prodigy IXL.com Sample lessons from Student Support Block and reteach MAP Assessment Calendar Show What You Know	Math Teachers/ Special Education Teachers	Continued/ Revised
9	Create authentic lessons based on students’ diverse needs and interests Use AI resources to make curriculum more accessible for EL students Collaborate with EL Staff for supports to help with acquiring subject-specific vocabulary use data to drive instruction use culturally appropriate materials to engage students provide real-life opportunities for students to achieve success allow a variety of formats to demonstrate success utilize learning stations to differentiate and target specific skills	Oct- June	sample lessons broken down by subgroup (AP, General Ed, SPED, EL) student work samples generated during the lessons	Math Teachers/ Special Education Teachers/EL Teachers	Continued
10	Provide school-wide remediation and/or enrichment opportunities for all students Plan “Ramp it Up” to include all student groups high interest themes remediation and skill rebuilding engaging lessons Utilize data to: plan lessons vary mode of instruction based on group	January- May	schedule photos or print-outs of lessons student work samples generated during RAMping It Up Days	Math Teachers/ Special Education Teachers	Continued
11	Collaborate and plan interdisciplinary activities	Nov - June	team meeting notes Multi-cultural event differentiated lesson plans that target students’ growth opportunity areas differentiated lesson plans that offer enrichment opportunities for students who have mastered certain skills utilize MAP data Peer Observations	All Subject Areas	Continued

SMART Goal # 3: Science During the 2025-2026 school year, students in Grades 6-8 will show evidence of growth in Science as measured by an average increase of 3-5 RIT points for grades 6-8 as indicated by the 2025 MAP District Summary Report (grades 6 & 7 - Spring and grade 8 Winter).

Each grade level will focus on a Science Domain to support reaching this Goal:

Grade 6: physical science
Grade 7: earth science
Grade 8: earth science

To successfully achieve this goal,the Science and Technology/ Engineering Team has developed and committed to strategic and data driven action steps. These action steps will specifically focus on how to advance our identified groups: APC, Advanced, General Ed, Special Ed and EL.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Collaborate with vertical teams to improve the spiraling of the curriculum.	October - June	Curriculum Document with links	APC Vertical Team Regular Ed Vertical Team	Continued
2	Meet in Collaboration Groups to discuss student performance, Best Practice Lessons, Common Writing Language, Goals, Action Steps, Technology Tools and Resources.	October - June	Collaboration Group notes Shared best practices Lesson plans Science MAP RIT Tracking Doc	Science Team	Continued
3	Teachers will utilize online tools, and best practices to prepare students for the 2025 next generation science MCAS.	October - June	Photos or print-outs of lesson plans, meeting notes, Read About My Students, online tools, interactive notebooks, labs, and projects	Science Team	Continued
4	Teachers will provide opportunities for students to demonstrate science and engineering practices by designing and conducting investigations, creating or using scientific models, and making decisions on how to analyze data.	October - June	Photos or print-outs of lessons Student work samples and student data STEM Fair	Science Team and Technology & Engineering Teacher	Continued
5	Provide school-wide prep courses to reinforce and review science skills and concepts for Next Generation MCAS. This would include-RAMping It Up Days.	January - June	RAMPing It UP schedule Lesson plans	School Staff	Continued
6	Implement Project Lead the Way (Engineering curriculum) for all students in grades 6-8; including teacher training, professional development, supplies and equipment.	Sept - June	Lesson Plans	Technology & Engineering Teacher	Continued
7	Provide an opportunity for all grade 8 students to investigate, prepare, and present a STEM Fair project, aligned to MA STE Frameworks, to their school community. Provide an opportunity for the 6th and 7th grade students to participate in a spiraled version of an in school STEM Fair that coincides with the STE standards.	Dec - March	STEM Fair Projects	Science Team and Technology & Engineering Teacher	Continued
8	Begin the process of switching to the new OpenSci Ed curriculum.	Sept-June	Pilot Lessons, collaborative meetings and training sessions All CMS science teachers attended the summer curriculum development this past summer.	Science Team	Continued
9	Use applications such as Google Sheets, google docs and Canva to support our ELL population in the science classroom.	Sept-June	Translated documents for our ELL students.	Science Team	Continued

SMART Goal # 4: Social Studies During the 2025-2026 school year, students in grade 8 will show evidence of growth within Civics Practices as measured by a 3 percentage point increase in the Civic-based Questioning practice within the CU306 MCAS District & School Results by Standards Report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Analyze Civics MCAS data to determine areas of improvement.	Sep.-June	Lesson plans Team meeting notes PD Wednesdays	Grade 6-8 SS Team	New
2	Find paired readings and create written responses to prepare students for the State Level Performance Task	Sep.-June	Lesson plans Early Release Day~ RAMping it Up Lessons Team meeting notes	SS Team	New
3	Create a bank of paired texts by grade level from a variety of resources.	Sep.-June	Lesson plans PD notes	SS Team	Continued
4	Prepare students for the upcoming Civics MCAS utilizing released questions and curriculum frameworks.	Sep.- June	Lesson plans Early Release Day~ RAMping it Up Lessons Team meeting notes	Grade 8 SS Team	Continued
5	Grade 6th and 7th students will create a final review or presentation that connects ancient civics to modern examples.	Sep.-June	Lesson Plans Google Slides Assessment Rubric	Grade 6th and 7th SS teams	Revised
6	Provide an opportunity for all grade 8 students to develop a Civics Project.	Sep.-June	Lesson Plans Civics Project Google Slide Portfolio with Photos	Grade 8 SS Team	Continued
7	Support ELL and FEL students by creating and providing graphic organizers, lower level reading texts, word walls etc.	Sep.-June	Lesson plans Early Release Day~ RAMping it Up Lessons Team meeting notes	SS Team	Continued
8	Create a Tier 3 Social Studies shared vocabulary Google Sheet in the languages of our EL & FEL students.	Sep.-June	Shared Google Sheet PD Notes Classroom Word Walls Student Assignments	SS Team & EL Team	Revised
9	Collaborate with ELA and Reading colleagues to help ensure common language and practices are reflected across curriculum.	Sep.-June	Meeting notes Lesson plans PD Agenda	SS & ELA Team	New
10	Encourage all students to practice their civic responsibilities by participating in schoolwide community service initiatives.	Sep.-May	Lesson plans Team meeting notes Fundraiser/ donations collections Toy Drive Senate Fundraisers Other opportunities to be determined	SS Team Project 351 Central Senate	New

SMART Goal # 5: English Learners During the 2025-2026 academic school year, the percentage of English Learner students in grades 6-8 who make progress in their reading proficiency will increase by 3% in grades 6-8 as measured by the 2026 ACCESS Score Report.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued)
1	Analyze the 2025 ACCESS scores and determine the areas of need and the domains where students are performing below expectations	Sept-Oct	ACCESS data	EL Team, Principal, Assistant Principal & Guidance Counselors	New
2	Create Individualized Student Support Plans for students growth based on data analysis	Oct	Student Support Plans	EL Team	New
3	Integrate different applications to support the curriculum and domains.(ie: Epic books, RazKids, DuoLingo)	Oct-June	Student Growth Reports	EL Team	Continued
4	Collaboratively implement the new curriculum	Sept - June	Student work/Assessments	EL Team	New
5	Implementation of Middle School novels	Oct-May	Student work/Assessments	EL Team	New
6	Quincy Asian Resources, QARI, U&I Mentoring Program- fosters positive youth relationships; pairs our recent immigrant students with high school mentors to support them academically and in their new life in the United States	Begins October, 2025	Weekly Afterschool Meeting at Central- pictures, displays, activities	QARI staff, high school mentors, Principal, Assistant Principal & EL Team	Continued
7	Re-evaluate student progress and adjust interventions	Jan-June	Student assessment/Student Growth Reports	EL Team	Continued
8	Implement MCAS preparation(use of dictionaries and glossaries; practice tests; test taking skills)	Nov-May	MCAS Materials; documents	EL Team, Principal, Assistant Principal & Guidance Counselors	Continued
9	Ensuring all staff across content areas have the support to integrate language supports for engagement with ELL learners	Sept-June	Check-ins and communications with staff	All Content Areas	Continued
10	Review ACCESS scores and determine the next steps for student success in the following academic school year	June	Notes from Meeting(s)	EL Team, Principal, Assistant Principal & Guidance Counselors	Continued

SMART Goal # 6: Social Emotional Learning During the 2025-2026 school year, students at Central Middle School will be exposed to new initiatives and will participate in at least 2 new activities and or/ lessons promoting Social Emotional Learning, Sandy Hook Promise initiatives including See Something, Say Something and SAVE Promise Clubs during the academic school year 2025-2026

Students will also be exposed to Social Emotional Learning Opportunities through Open Parachute lessons by June 2026. All students will participate in, and complete, at least 2 lesson topics in each grade level. Grade 8 students will also continue with the NAN project. All students will also continue trauma informed practices.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	a. Open Parachute Lessons- Staff will identify grade level SEL lessons or topics that will be implemented by guidance counselors and identified teaching staff that will address the social-emotional needs b. The Student Support Team will continually assess the quality and effectiveness of the Open Parachute SEL Platform through ongoing monitoring and evaluation with district and site team members. The Team will administer the Open Parachute pre and post assessments for learning and analyze the data. The Team will also utilize the Open Parachute coaching resources to adjust lessons throughout the school year.	November -June	Open Parachute SEL Lessons- Grade 6- Finding Friends; Building Resilience, Thinking Positive Thoughts Grade 7- Resolving Conflicts with Friends; Stress- Building Resilience and Fostering Well- Being, Embracing Change Grade 8- Embracing Change/ New Beginnings; Peer Influence- Being inclusive and navigating stressors post-student learning assessments Revised Implementation Plans Analytics from Open Parachute data collection to measure impact of lessons on mental health stigma and student’s ability to seek help from a trusted adult	Grade Level Teachers, Health Teacher and Guidance Counselors Student Support Team Members	Continued & Revised
2	Continue monthly grade level community meetings to discuss grade level expectations, interventions and supports.	November -June	Schedule of Community Meetings	PBIS Team Leaders	Continued
3	Sandy Hook Promise Program	November - June	School Wide Assembly; Say Something	Principal, Assistant Principal, Student Support Team	New
4	Gr. 6-8 Positive Behavioral Interventions and Supports Check-in/Check out system.	September-June	CICO daily goal forms	All Staff	Continued
5	Massachusetts Aggression Reduction Center Assembly- Tech Talk- This presentation examines the impacts of technology and social media on students' social lives, perceptions, and behaviors.	Spring- TBD	Assembly Schedule and follow up as needed	Principal, Assistant Principal, Student Support Staff	Revised
6	Anti- Bullying Awareness Challenge Week	TBD	Participation in student driven themed days including - weekly newsletter/ pictures “Mix It Up Day”- meet new students and sit elsewhere at lunch with conversation starters wearing mismatched clothes “Shine Out Bullying”- wear neon and bright colors “Sock Out Bullying”- wear your crazy or odd sock days “RAM Out Bullying”- wear your Central gear or colors “Hats Off To Good Choices.”	All Staff/ DEI Team	Revised/ Continued
7	SADD - monthly themes to spread awareness about student concerns- Student driven initiatives and activities	September- June	Weekly Meeting during SSB. Presentations, Displays, Projects, Activities	Guidance Counselors	Revised
8	Plan and Execute Transition Activities; Incoming grade 6 fly up, activities, video, tours; Rising Grade 7 students attend classes with grade 7 students; rising Grade 8 students attend classes with 8th grade teachers; transition to High Schools activities; presentations, information sessions	June	Schedule and Planning documents, Event Photos	Principal/ Assistant Principal	Continued
9	PBIS- RAMS OF THE MONTH/ RAMS OF THE WEEK recognizing positive behavior	September- June	Grade Wide Assemblies recognizing students who exemplify being a RAM- showing Respect, good Attitude, being Motivated, and demonstrating Safety - cards and pictures sent home with achievement certificates	All Staff	Continued
10	NAN Project- Suicide Prevention by promoting mental health	February 2026	Grade 8 students will participate in presentations with peer mentors in sharing their stories with a positive outcome and building student resilience and coping strategies for issues of mental health ; follow up with mental health clinicians conducting mental health small groups with students who are identified by Student Support Staff.	Health Teacher	Revised/ Continued
12	Continue Student Senate School Wide Initiatives- Coats For Kids, Toy Drive, Food Drive, Beach Clean Up, Restaurant Fundraiser, Lunar New Year, EZ Day, School Dances, etc- to cultivate the importance of school/ community collaboration	September- June	Pictures, Flyers, Important Dates, Schedules	All Staff	Continued
13	Trauma Informed Practices	February 11, 2026 & April 8, 2026	Strategies using CBT interventions & whole school plans regarding climate and supports. Relationship Building Action Plans for classrooms	SST Members	Continued
14	Attendance: Promote social-emotional learning by encouraging engagement, responsibility, and school connection. Recognize weekly and monthly attendance winners through announcements, newsletters, rewards and school displays, linking recognition to SEL lessons on responsibility, perseverance, and self-management.	September- June	Logs of weekly and monthly attendance winners. Photos and documentation of recognition events and announcements. SEL lesson plans integrating discussions about attendance and engagement.	Principal, Assistant Principal and Guidance Counselors	New

SMART Goal # 7: Diversity, Equity and Inclusion During the 2025-2026 school year at Central Middle School, students will continue to engage in initiatives, activities, and lessons that promote Diversity, Equity, and Inclusion (DEI) practices, as has been done in previous years. These activities and lessons will be student-driven and staff-guided, emphasizing the importance of student voice in encouraging a diverse, equitable, and inclusive culture at Central. Central Middle School will show evidence of progress by incorporating at least two new ways in which students can see themselves represented within the school community.

This year, we aim to deepen our commitment by:

Expanding Inclusivity: Enhancing DEI initiatives to address the unique needs of students, ensuring they have equitable access to all programs and activities, and promoting understanding and empathy among peers.

Strengthening Student Voice: Continuing to celebrate and amplify student voices by providing opportunities for students to share their perspectives on building a diverse, equitable, and inclusive school culture. We will continue a student-led DEI council to spearhead these initiatives.
Broadening Community Engagement: Involving families, local organizations, and community leaders in DEI initiatives to build a more supportive and inclusive environment both within and beyond the school.
Enhancing Communication: Central Middle School will communicate DEI efforts to our school community through at least three methods, including newsletters, announcements, and the school website.

Action Steps/Monitoring Plan

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Status New, Revised or Continued
1	Monthly Celebrations- Students and Staff- submit topics for awareness months and day(s) for a specific group, culture or cause that they would like to have recognized throughout the year. These awareness months and day(s) are intended to help raise awareness and understanding for the group, culture or cause!	September- June	Activities and Displays, as well as announcements and projects	All Staff/ DEI Teams	Continued
2	Diversity, Equity and Inclusion student-led council	October- June	weekly meetings; new initiatives; communication tools	DEI student mentors; Principal DeCristofaro/ Assistant Principal Kathy Mahoney	Revised
3	Diversity Club	January- June	Weekly meetings in person, pictures, lessons, projects, displays	Co- Facilitators, Assistant Principal Kathy Mahoney, Grade 8 Teacher, Paul Carson, Grade 7 Teacher, Claire Quinlan	Continued
4	Quincy Asian Resources, QARI, U&I Mentoring Program- fosters positive youth relationships; pairs our recent immigrant students with high school mentors to support them academically and in their new life in the United States	Begins November 2025	Weekly Afterschool Meeting at Central- pictures, displays, activities	QARI staff, high school mentors, Principal, Assistant Principal, ELL Teachers	Continued
5	LGBTQ Club/ PRISM	October - June	Weekly Meetings In person. Pictures, presentations & displays	Co- Facilitators; Grade 7 Teacher, Kate Miller, Grade 7 Teacher, Laura Malone	Continued
6	School Wide Diversity Activity	September - June	YOUR VOICE MATTERS #speakup- RAM Heads display-painted in windows- all students pick a window that they feel most connected to to sign their name- showing their voice matters- speak up when something is wrong is or when something is right	Helen Mastico	Continued
7	DEI Newsletter	Ongoing September- June; shared in June	Develop a Diversity, Equity and Inclusion Newsletter to be shared to students and families	Principal and Assistant Principal	Revised
8	School Wide Diversity Activity	September - June	Flag Representation Project- students facilitate and collect data to determine all the different cultural flags that represent Central Students to be displayed in hallways and world map painted on cafeteria windows	DEI Council, Assistant Principal, Art Teacher- Rachel Kennedy Curran	Revised
9	School Wide Cultural Video	Begins January	Video recordings are open to all students to participate, educating others about their cultural backgrounds and heritage, sharing things about traditions, food, music, etc. Students who participate are entered into a raffle- all videos compiled and shared out in homerooms for all students to watch - Final Video Project	DEI Council, Diversity Club Students and Facilitators	Revised
10	Multicultural Festival	May	Host a “WE ARE CENTRAL” Multicultural Event that invites all students, families, staff and community partnerships to participate and showcase the cultural richness of our student body.	Diversity Club Members and Co- Facilitators, Assistant Principal Kathy Mahoney, Grade 8 Teacher, Paul Carson, Grade 7 Teacher, Claire Quinlan	Revised
11	DEI Parent Representatives Partnership	September- June	Work in partnership with our DEI Parent Representatives, via monthly meetings, and get support on highlighting our students DEI activities and reflect on promoting all that Central represents	DEI Parent Representatives, Central’s DEI Staff Representatives	Revised
12	Establish English Learner Family Community Outreach Meetings to strengthen communication and engagement between the school and families of English Learners. - Hold regular meetings and/ or coffee hours to share information on Aspen, school resources, and support. Provide translation and interpretation for all meetings.Share updates through newsletters, and the school website. Gather parent feedback to guide planning.	Ongoing throughout the school year (minimum of 2 meetings per year)	Agendas and notes from regular families meetings Attendance logs/sign-in sheets Copies of materials shared with families	EL Team, Principal, Assistant Principal	New

B. Professional Development Plan

Date

Time

Location

Participants

(Team/Grade Level)

Topic

Presenters

Goal #

September 2, 2025

8:15-2:30

Central Middle School

Various Locations

CMS Staff

Principal PD

Civil Rights, First Day~student schedules, lockers, tours, lunch tables etc., FERPA, Health (EpiPen, Heimlich, and procedures), Transition Meetings, Teach Point, and Building Updates

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

5 & 6

September 10, 2025

1-3:00

Central Middle School

Various Locations

CMS Staff

Preliminary MCAS test results Data 23-24 & Expectations for 24-25, & Review PBIS, write up forms and protocols

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-6

October 8, 2025

1-2:30

Central Middle School

Various Location

CMS Staff

Review system-wide initiatives and student data. Begin MCAS & MAP data review and preliminary discussion on SIP goals and action steps. RAMCAS and PBIS Incentives

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-6

October 22,2025

1-4:30

Central Middle School

Various Locations

CMS Staff

Assessment Day 1

Staff will review and analyze preliminary test results to find strengths and weaknesses, to guide in the planning and creation of action steps and improvements for the 2024-2025 school year.

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-6

January 7, 2026

1-3:00

Central Middle School

Various Locations

CMS Staff

Staff will be actively be engaged in a Community Circle led by the guidance staff,

Review system-wide initiatives and student data. Monitor SIP goals and action steps. RAMCAS, Open Parachute Progress, PBIS Incentives

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-6

February 25, 2026

1-2:30

Central Middle School

Various Locations

CMS Staff

Staff will actively be engaged in a Community Circles, led by the guidance staff.

Monitor SIP goals and action steps.

In Collaboration Groups, teachers will meet to discuss peer observations and reflections

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-6

March 11, 2026

1-3:00

Central Middle School

Various Location

CMS Staff

Assessment Day 2

Review MCAS Rules and Regulation PPT, MCAS schedules, share MCAS review lessons and strategies.

Staff will work in vertical and grade-level teams to discuss and reflect upon the status of SIP action steps. Each group will assess progress and determine if further action is required.

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-4

April 29, 2026

1-2:30

Central Middle School

Various Locations

CMS Staff

Review system-wide initiatives and student data. Monitor SIP goals and action steps. RAMCAS, Open Parachute Progress, PBIS Incentives

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-4

May 27, 2026

1-2:30

Central Middle School

Various Locations

CMS Staff

Assessment Day 3

Staff will work in vertical and grade-level teams to assess the student evidence and end-of-year progress to determine if action steps were effective. Initial planning begins for the new school year.

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-4

June 10, 2026

1-3:00

Central Middle School

Various Locations

CMS Staff

Staff will be actively be engaged in a Collaborative Grouping to discuss thoughts about school year;

Review system-wide initiatives and student data.

Monitor SIP goals and action steps.

Review RAMCAS, Open Parachute Progress, PBIS Incentives and End of Year Activities

Principal, Assistant Principal,

Vertical Team Leaders, Team Leaders

1-4

C. Extended Day Offerings

Dates	Club or Activity	Target Audience	Location
Oct-June	Art Club	Grades 6-8	Art Room
Oct- May	Band~Morning	Grades 6-8	Auditorium
Oct-June	Board Game & Table Top Club	Grades 6-8	Room 115
Oct-May	Chess Club	Grades 6-8	Room 204
Sept- June	Chorus	Grades 6-8	Auditorium
Jan-May	Club Disney	Grades 6-8	Room 204 or Auditorium
Oct-Dec	Crafting Club	Grades 6-8	Cafeteria
Oct-Dec	Creative Writing Club	Grades 6-8	Room 318
Sept-Oct	Cross Country	Grades 6-8	Pageant Field
Oct-Dec	Debate Club	Grades 6-8	Media Center
Dec- June	Diversity Club	Grades 6-8	Auditorium
Sept- Jan	dRAMa~School House Rock Jr.	Grades 6-8	Auditorium
Oct-June	Dungeons & Dragons Club	Grades 6-8	Media Center
Dec-March	Early Bird Basketball	Grades 6-8	Gymnasium
March	Early Bird Soccer	Grades 6-8	Gymnasium or Stadium
Sept-Nov	Flag Football	Grades 6-8	Coletta Field
March-May	Gardening Club	Grades 6-8	Classroom or Outside
Sept-June	Homework Club AM & PM	Grades 6-8	Media Center
Sept-June	Lego Robotics	Grade 6 Grades 7 & 8	2nd Floor Lab
Oct-Dec	Newspaper Club	Grades 6-8	Room 118 or Blacktop
Nov-Jan	Pokemon Club	Grades 6-8	Main Office
Jan-June	PRISM	Grades 6-8	Room 206
Sept-May	Robotics	Grades 6-8	Room 222
Feb-March	Rugby Skills	Grades 6-8	Gymnasium
Sept-Nov March-June	Running Club	Grades 6-8	Outdoors
Sept-June	Senate	Grades 6-8	Room 315
Feb-March	Swimming	Grades 6-8	LH Pool
Sept-Nov	Tennis	Grades 6-8	QHS Tennis Courts
April-May	Track & Field	Grades 6-8	Faxon Field
Nov-Jan	Volleyball	Grades 6-8	Gymnasium
Nov-Jan	Wiffle Ball Club	Grades 6-8	Gymnasium
Jan-March	World Language Fashion Show	Grade 8	Auditorium
Jan-Feb	Wrestling	Grades 6-8	QHS Gym
Sept-June	3D Printing Club	Grades 6-8	Tech Room

D. Family Engagement and Communication

Date	Topic	Target Audience	Location
September 2025- June 2026	Weekly Phone Messages School Updates, Important Events, Safety Updates	Families of all students grades 6-8	School Messenger
September 2025- June 2026	Monthly Important Dates and Important Information	Families of all students grades 6-8	School Messenger & ASPEN email, SMORE
September 17, 2025	Open House	Families of all students grades 6-8	Central Middle School
October 16, 2025	PAC Meeting~ Introduction of PAC Board Members, Communication, Attendance procedures	Families of all students grades 6-8	Auditorium
October 2025- May 2026	PBIS RAMS of the Month Postcards signed by Staff	Families of RAMS of the Month Winners	USPS Mail
October 2025- June 2026	Equity, Diversity and Inclusion (EDI) Team monthly meetings	EDI school parent representatives for city wide EDI; EDI school staff members	Central Middle School and/or remotely
November 1st, 2025- December 15, 2025	Grade 8 Civics Toy Drive	Families of all students grades 6-8	Central Middle School
November 1st, 2025- January 5, 2026	Central’s Senate Coats for Kids and Families Drive	Families of all students grades 6-8	Central Middle School
December 15, 2025	Winter Concert	Families of all students grades 6-8	Auditorium
January 8, 2026	PAC Meeting~ Grade 8 End of Year Trip Presentation	Families of all students grades 6-8	Media Center
January 29th, 30th & 31st 2026	dRAMa Presents~ School House Rock Jr.	Families of all students grades 6-8	Auditorium
Feb. 4, 2026	PAC Meeting~PBIS and Ongoing Before and After School Activities	Families of all students grades 6-8	Media Center
March 2026	Central Middle School Grade 8 Stem Fair	Families of all students grades 6-8	Gymnasium
April 2026	World Language Fashion Show	Families of Grade 8 Students & The Central Community	Auditorium
April 8, 2025	PAC Meeting~ End of Year Activities	Families of all students grades 6-8	Media Center
May 6, 2026	PAC Meeting!~ Fundraising for next year	Families of all students grades 6-8
May 2026	Cleaner Greener Quincy	Families of all students grades 6-8	Outdoors
May 2026	The Arts of Central Night Spring Concert Art Show Academic Exhibit	Families of all students grades 6-8	Central Middle School
May 2026	We Are Central~ Diversity	Families of all students grades 6-8	Gymnasium, Cafeteria & Auditorium
June 3, 2026	PAC Meeting~ Review of School Year	Families of all students grades 6-8
June 2026	Incoming Grade 6 Parent Night	Families of incoming grade 6 students	Incoming Grade 6 Parents
June 2026	Grade 8 End of the Awards Ceremony	Families of Award Recipients	Auditorium
June 2026	Grade 8 Promotion Ceremony	Grade 8 Families	Gymnasium

III. School Demographics as of 11/1/2025

Total

Enrollment

Special Education

Low Income

(Eligible for Free & Reduced Meals)

ELE

(English Learners)

FEL

(Former English Learners)

652

(-24 from previous year)

(13.8%)

275

(42.2%)

(8%)

111

(17%)

Race	Subgroup Populations	Percentage of Enrollment
Asian	335	51.4%
Black/African American	23	3.5%
Hispanic or Latino	39	6%
Multiracial, non-Hispanic	24	3.7%
Native American	0	0%
Pacific Island	0	0%
White	231	35.4%

Advanced & APC Class Enrollment (Grades 6-8)	# of Students in Advanced out of # in Subgroup	% of Population
All Students Enrolled	406 of 652	62.3%
Low Income	156 of of 275	56.7%
Asian	245 of 335	73.1%
Black/African American	4 of 23	17.4%
Hispanic/Latino	15 of 39	38.5%
Multiracial	13 of 24	54.2%
Native American	0 of 0	0%
Pacific Island	0 of 0	0%
White	129 of 231	55.8%

Core Academic Class Sizes (General Education) (As of 11/18/2025)

20 or

fewer

21-23

Gr. 6-8

143 sections

(28.7%)

(39.2%)

(15.4%)

(10.5%)

(4.9%)

(0.7%)

93.7% of core academic class sections have 25 or fewer students, no change from the 2024-25 school year.
The 9 class sections with 26 or more students are:

2 ELA: Grade 6 Reading; Grade 8 Advanced ELA
3 Math: Grade 7 & 8 Advanced
2 Science: Grade 8 Advanced
2 Social Studies: Grades 6 & 7

2024-2025 SSDR Incident Data

Total Incidents	# of Incidents Resulting in Suspension	% of Incidents Resulting in Suspension
15	14	93%

IV. Facilities

2024-2025 Improvements

Grade 7 Academic Wing PA System fixed
Fence added around generator in recess area
Upgrade/Repairs to Camera Software
Music Room~ Room Darkening Shades Installed
Upgrades for the Video and Sound System in Auditorium

2024-2025 Facility Needs

2025-2026 Facility Needs

Grade 7 Academic Wing PA System not working- In Process
Painting is needed in multiple locations throughout building, railings in stairways, auditorium and classrooms
Painting is needed in multiple locations throughout building, railings in stairways, auditorium and classrooms
Wall & Ceiling Cracks ~ Media Center, Cafeteria, 1st floor classrooms, office, hallways need to be repaired

Cracks in floor tiles throughout building
Room darkening shades for the remaining classrooms
Installation of windows in the second and third floor science classrooms

Additional cameras needed; repairs/repositioning of certain existing cameras
Upgrade/Repair Camera Software ✅
Cement walkways in front of the school entrance, auditorium entrance need repair and the parking lot curb is crumbling.
Intermittent electrical surges (brown outs) damaging electronics ~ Computers, Clocks, Media Master System
Auditorium Floor Matting
Fence needed around generator in recess area ✅

Grade 6 & 8 Floors PA System not working- In Process
Painting is needed in multiple locations throughout building, railings in stairways, auditorium and classrooms
Painting is needed in multiple locations throughout building, railings in stairways, auditorium and classrooms
Wall & Ceiling Cracks ~ Media Center, Cafeteria, 1st floor classrooms, office, hallways need to be repaired~Some locations have been fixed
Cracks in floor tiles throughout building- Some locations have been fixed
Room darkening shades for the remaining classrooms
Installation of operational windows in the second and third floor science classrooms

Additional cameras needed; repairs/repositioning of certain existing cameras

Cement walkways in front of the school entrance, auditorium entrance need repair and the parking lot curb is crumbling. -Some locations have been fixed
Intermittent electrical surges (brown outs) damaging electronics ~ Computers, Clocks, Media Master System
Auditorium Stage Floor Matting

Front of Auditorium Stage Floor separating

V. School Needs (Materials, Supplies, Technology, Etc.)

2024-2025 School Needs	2025-2026 School Needs
Projectors are breaking and, in some classrooms, no longer can connect to desktop computers Smart Board Technology ~ Out of date and have no “SMART” functions New Science chairs in the 6 science classrooms. Replacement furniture in former computer lab rooms	Projectors are breaking and, in some classrooms, no longer can connect to desktop computers Smart Board Technology ~ Out of date and have no “SMART” functions New chairs & tables in the 6 science classrooms. Replacement furniture in former computer lab rooms

VI. Budget

	Amount available in 2025-2026
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction)	$ 10,050.00
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.)	$ 17,025.00
ACTIVITY STIPEND ACCOUNT	$ 37,646.50
OTHER: (art supplies, science supplies, library, etc.)
Art Supplies	$ 2,430.00
Science Supplies	$ 2,010.00
P.E. Supplies	$ 220.00
Library	$ 2,500.00
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.)
P.T.O. (approximate)	$ 10,000.00
TOTAL	$ 81,881.50

VII. Appendix

Spring 2025 MCAS Data

(Spring 2025 MCAS Edwin PE303 Report)

English Language Arts (E/M %)
Grade	School 2024	School 2025	State 2025
6	58%	69%	42%
7	67%	64%	42%
8	70%	72%	44%

Mathematics (E/M %)
Grade	School 2024	School 2025	State 2025
6	59%	69%	41%
7	64%	61%	39%
8	58%	53%	38%

STE (E/M %)
Grade	School 2024	School 2025	State 2025
8	65%	62%	37%

CIVICS (E/M %)
Grade	School 2024	School 2025	State 2025
8	N/A	66%	39%

B. NWEA MAP 2024-2025 Data

MAP Math RIT 2024-2025
Grade	Fall	Winter	Spring
6	226.2	230.6	238.7
7	231	236.3	241.6
8	238	243.4	-

MAP Reading RIT 2024-2025
Grade	Fall	Winter	Spring
6	222.6	226.2	228.1
7	222.7	226.4	227.2
8	229.2	231.3	-

MAP Science RIT 2024-2025
Grade	Fall	Winter	Spring
6	215.7	217.9	221.6
7	216.6	219	221
8	221.2	226.1	-

C. Spring 2025 Accountability Data

D. Spring 2025 VOCAL Results (Grade 8)

Dimension	Description	Always/ Mostly True	Mostly Untrue/ Never True
ENG	Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation.	96.2%	3.8%
ENG	My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity.	69.5%	30.5%
ENG	Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.	89.7%	10.3%
ENG	Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).	94.4%	5.6%
ENG	In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation).	92.0%	8.0%
ENG	My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).	92.5%	7.5%
ENG	My teachers use my ideas to help my classmates learn.	47.9%	52.1%
ENG	I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video).	75.1%	24.9%
ENG	In my classes, my teachers use students' interests to plan class activities.	59.6%	40.4%
ENG	My classmates behave the way my teachers want them to.	62.7%	37.3%
ENG	In at least two of my academic classes, students are asked to teach a lesson or part of a lesson.	46.0%	54.0%
ENG	In at least two of my academic classes, students plan and work on projects that solve real-world problems.	79.3%	20.7%
ENG	In my academic classes, students review each other's work and provided advice on how to improve it.	70.9%	29.1%
ENG	In my classes, teachers use open-ended questions that make students think of many possible answers.	82.2%	17.8%
ENG	I can connect what I learn in on class to what I learn in other classes.	75.0%	25.0%
ENG	In my academic classes, students wrestle with problems that don't have an obvious answer.	65.1%	34.9%
ENG	Students respect one another.	80.7%	19.3%
ENG	Teachers are available when I need to talk with them.	94.8%	5.2%
ENG	Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.	88.7%	11.3%
ENG	My teachers promote respect among students.	94.8%	5.2%
ENV	Students have a voice in deciding school rules.	39.4%	60.6%
ENV	School staff are consistent when enforcing rules in school.	85.4%	14.6%
ENV	Teachers give students a chance to explain their behavior when they do something wrong.	75.6%	24.4%
ENV	My teachers will first try to help (guide) students who break class rules, instead of punishing them.	74.2%	25.8%
ENV	Students help each other learn without having to be asked by the teacher.	85.4%	14.6%
ENV	My teachers are proud of me when I work hard in school.	91.5%	8.5%
ENV	My teachers set high expectations for my work.	83.1%	16.9%
ENV	My teachers believe that all students can do well in their learning.	96.2%	3.8%
ENV	My school work is challenging (hard) but not too difficult.	82.2%	17.8%
ENV	My teachers support me even when my work is not my best.	87.8%	12.2%
ENV	The things I am learning in school are relevant (important) to me.	75.6%	24.4%
ENV	Students are given multiple opportunities to show that they have mastered their classwork.	88.7%	11.3%
ENV	Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.	81.6%	18.4%
ENV	If I need help with my emotions (feelings), effective help is available at my school.	80.3%	19.7%
SAF	If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.	90.6%	9.4%
SAF	Teachers don't let students pick on other students in class or in the hallways.	84.5%	15.5%
SAF	Students at school try to stop bullying when they see it happening.	59.6%	40.4%
SAF	Students have spread rumors or lies about me more than once on social media.	20.7%	79.3%
SAF	Teachers, students, and the principal work together to prevent (stop) bullying.	88.3%	11.7%
SAF	In my school, groups of students tease or pick on one student.	21.7%	78.3%
SAF	I have been called names or made fun of by other students more than once in school.	36.6%	63.4%
SAF	In my school, bigger students taunt or pick on smaller students.	16.9%	83.1%
SAF	Teachers support (help) students who come to class upset.	85.9%	14.1%
SAF	I feel comfortable reaching out to teachers/counselors for emotional support if I need it.	54.0%	46.0%
SAF	Students will help other students if they are upset, even if they are not close friends.	58.7%	41.3%
SAF	Because I worry about my grades, it is hard for me to enjoy school.	41.3%	58.7%
SAF	Students at school damage and/or steal other students' property.	39.4%	60.6%
SAF	I have seen students with weapons at our school.	9.4%	90.6%

E. Completed Action Steps from 2024-2025

** Indicates action steps embedded in typical day to day school operations. The following completed action steps are consistently implemented and have become a part of the school’s classroom expectations.

Step	Strategies/Activities	Timeline	Sources of Evidence	Team/Person Responsible	Goal #
1	Design lessons that connect ancient ideas of government and its impact on the structure and ideals of the U.S. government.	Sep.-June	Lesson plans Team meeting notes	Grade 6-7 SS Team	4
2	Restorative Justice Community Circles- Questions to start addressing deeper issues as needed- providing a safe space for all students to have a voice	September- June	Pictures/ Lessons	All Staff	6
3	Media/ Civics Incorporating VISIONS Guidelines and lessons during class to all students in addition to After School Debate Club	September - June	Lessons and Activities and Discussions on social justice- conduct civics lessons and debating in each class, all grades, focusing on racism, stereotypes, accepted norms, and tolerance	Media Teacher and Debate Club Facilitator- Helen Mastico	7

F. Staffing: Support Services

2	Nurses
4	Special Education Teachers (Resource Room/Inclusion)
3.5	Guidance Counselors/Chairperson
2	ELL Teachers
DW	Speech and Language Instructor
0.4	School Psychologist
DW	Occupational Therapist
1	Librarian

G. School Council Members

A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/

Chair/Principal: Rick DeCristofaro /s/ Rick DeCristofaro

Co-Chair: Jennifer Lebo /s/ Jennifer Lebo

Teachers/Staff: Kathleen Mahoney /s/ Kathleen Mahoney

Ricardo Cordero /s/ Ricardo Cordero

Katie Burns /s/ Katie Burns

Paul Griffith /s/ Paul Griffith

Parent: Lorena Calderon /s/ Lorena Calderon

Shiv Singh /s/ Shiv Singh

Grace Young-Jae /s/ Grace Young-Jae

Community

Representative: Laura Owens /s/ Laura Owens